For the Win: How Game Thinking can Revolutionize your Business
Abstract
Millions play Farmville, Scrabble, and countless other games, generating billions in sales each year. The careful and skillful construction of these games is built on decades of research into human motivation and psychology: A well-designed game goes right to the motivational heart of the human psyche. In For the Win, Kevin Werbach and Dan Hunter argue persuasively that game-makers need not be the only ones benefiting from game design. Werbach and Hunter, lawyers and World of Warcraft players, created the world's first course on gamification at the Wharton School. In their book, they reveal how game thinking--addressing problems like a game designer--can motivate employees and customers and create engaging experiences that can transform your business. For the Win reveals how a wide range of companies are successfully using game thinking. It also offers an explanation of when gamifying makes the most sense and a 6-step framework for using games for marketing, productivity enhancement, innovation, employee motivation, customer engagement, and more.
... Başka bir tanımda ise oyuncuların gerçek dünyanın sınırlarını aşan yapay bir dünyaya, büyü çemberi aracılığıyla girdikleri ve bu yapay dünyaya adım attıkları andan itibaren gerçek dünyanın kurallarının askıya alındığı, oyuncunun içine dahil olduğu dünyanın kurallarını gönüllü olarak kabul ettiği vurgulanmaktadır (Huizinga, 2013). Artık oyuncu, içine girdiği dünyanın kurallarına tâbidir (Huizinga, 2013;Werbach ve Hunter, 2012). Buna göre oyunun gerçekliğimizi genişlettiği yönünde bir çıkarımda bulunmak mümkündür. ...
... Oyuncu, oyunun doğası sebebiyle kutunun dışında düşünme ve kontrolün kendisinde olduğunu yani özerk olduğunu hissedebilme şansı elde eder (Kapp, 2012;Seaborn ve Fels, 2015). Werbach ve Hunter (2012)'e göre oyundaki en önemli unsur oyuncunun, oyunun kurallarını ve aşılması gereken engelleri kabul etmesi ve onlara uyma isteğidir. ...
... Araştırmanın odağını oluşturan oyunlaştırma için ortak, evrensel bir tanımından söz etmek mümkün değildir (Seaborn ve Fels, 2015;Sezgin vd., 2018). Literatürde sıkça kullanılan oyunlaştırma tanımı, oyun unsurlarının ve oyun tasarım yöntemlerinin oyun dışı bağlamlarda, kullanıcı davranışını etkileme amacıyla kullanılması olarak ifade edilmektedir (Çakıroğlu vd., 2017;Deterding vd., 2011;Dominguez vd., 2013;Kapp, 2012;Sezgin vd., 2018;Werbach ve Hunter, 2012). Kapp (2012), oyun mekaniklerinin ilgi ve eğlence amacı ile kullanılmasının oyunlaştırmanın yüzeysel tanımı olduğunu, oyunlaştırmanın derinlerinde etkileşim, hikaye, otonomluk ve anlamın yattığını savunmaktadır. ...
Applications of gamification aimed to increase motivation and attention into courses started to have been transferred to a broad spectrum by introducing new factors affecting motivation and attention. Today, it is possible to come across applications for gamification more often with changes in the technology, increase in user-friendly software and applications. Researchers' attention to gamificationis rising day by day, and different scientific research results in the education and instruction processesare emerging about the effects and practices of gamification. This situation makes it considerable to determine the gamification trends in education literature and put forth the current state and possible needs. In conclusion, this study was conducted to reveal trends in gamification in masters and doctoral
theses. This qualitative study was designed as a meta-synthesis research which is an analysis method ofcontent analysis. This research is planned as a meta-synthesis study to reveal their similarities and differences in master and doctoral theses registered in Council of Higher Education Thesis Center,conducted for gamification, and examined in-depth with a qualitative approach. In the analysis of the data obtained in the study, 49 master's and doctoral theses were examined, the inductive content analysis method was preferred. The research results revealed that the theses conducted in education ongamification were mainly in Computer and Instructional Technology Education. The mixed pattern model was preferred more, and the study groups consisted of frequently undergraduate students. In addition, it has been determined that the theses are mainly carried out in the field of information technologies, the most emphasized dependent variable is academic achievement, and the theoretical framework of the studies is often based on dynamics, mechanics, and components models. The research results show that differentiating findings towards the effects of gamification on academic success and learning motivation have been achieved in theses. The badge has been identified as the positive effect,the reward mechanics, and competition as the gamification factors mentioned as the negative effect. Itis recommended to carry out new studies with large samples and increase the application time todetermine the effect of gamification in different courses
... Initially a marketing approach (Werbach & Hunter, 2012), gamication quickly became multidisciplinary and relevant for both practitioners and scholars, applicable to the elds of health (Johnson et al., 2016), e-government (Bista et al., 2014), organisational settings and instruction (Landers, 2014). Contemporary learning is the largest research eld for gami cation 1 (Bozkurt & Durak, 2018;Koivisto & Hamari, 2019), which may depend on the long tradition of utilising games for educational purposes (Engström, 2020). ...
... Practitioners have employed gami cation in workplace learning since early 2010 (see Zichermann & Cunningham, 2011). Meanwhile, the academic research on gami cation in the corporate sectors has focused on customer engagement (Robson et al., 2016;Stieglitz et al., 2017;Werbach & Hunter, 2012), marketing (Hofacker et al., 2016;Terlutter & Capella, 2013;Xi & Hamari, 2020), crowdsourcing (Eickho et al., 2012;Morschheuser, 2017) and HR management (Depura & Garg, 2012;Ferreira et al., 2017). ...
... Francisco-Aparicio et al., 2013;Marache-Francisco & Brangier, 2013), combined them with another 'support' theory (e.g. Werbach & Hunter, 2012) or used them as eclectic hypothesis hybrids (e.g. Kapp, 2012), all for the purpose of rationalising and legitimising their instructional gami cation design processes. ...
https://gupea.ub.gu.se/handle/2077/74437
This dissertation discusses the implementation process of gamification in organisations’ workplace learning environments, focusing on four stakeholder groups: Administrators, Leaders, Providers and Users. These stakeholder groups are represented across the dissertation’s five articles, which present the results of my investigation of the groups’ meaning attributions to the gamification implementations in their organisations’ learning environments. The empirical materials include assembled ethnographic records, surveys and event logs from the implemented technological artefacts in different settings. In the included studies, I focused on various sequences in gamification implementation. In Study I, I portrayed various design workshops by employing a participatory observation approach to amplify the voices of the Administrators and Providers. In Study II, I provided an account of a whole gamification implementation project using a design ethnography approach to give voice to the four stakeholder groups. In Study III, I utilised a mixed-methods approach, examining the Users’ notions and opinions of gamification implementation in their online corporate course. In Study IV, I identified and explained Users’, Administrators’ and Leaders’ miscellaneous gamification design preferences using a sequential mixed-methods approach. Through Study V’s blended research design, I displayed how a low level of technological maturity in an organisation undertaking gamification implementation raises concerns that threaten to jeopardise the entire project due to the unforeseen and spiked resource demand. Although the previously given design frameworks for gamification for learning have downplayed the positions of organisational stakeholders and the importance of the implementation procedure, the results of this dissertation indicate a circumstance that contradicts the downplayed representation of both stakeholders and the implementation phase in real-world gamification projects. The results of the five dissertation studies display bipolar yet interdependent connections between the four stakeholder groups’ meaning attributions to gamification in the workplace learning environment. Dissimilar meaning attributions to gamification influence the implementation process to a high degree. Based on this premise, the dissertation emphasises the importance of identifying stakeholders’ meaning attributions to gamification in the learning environment as a way to facilitate its implementation in the organisation’s ecosystem. The implications of the PhD project’s findings served as the basis for the project’s primary contribution: a model for analysing and understanding organisational stakeholders’ requirements for gamification in the learning ecosystems of large enterprises. The STAkeholder-centred GAmification (STAGA) model comprises a set of constructs highlighting the relationships among central stakeholders’ meaning attributions to and aspirations regarding gamification in the workplace learning context. STAGA is a process model intended for continually analysing and understanding organisational stakeholders and interpreting their meaning attributions to gamification. The model intends to aid and influence decision-making in the design and development process of gamification to facilitate its integration into the routines and practices of the workplace learning environment.
... This game feature enables participants to test their abilities toward achieving mastery. However, overcoming challenges require time, expertise, effort, and creativity [60]. Above all, those factors are crucial in determining a task's difficulty level, which can affect user motivation regarding progress. ...
... Levels show user progression or a player's current position in a game at a certain period [60]. In game design, levels are not linear; their design, complexity, and difficulty may increase exponentially through each stage and decrease over time [64]. ...
... It can inspire players to remain interested and engaged with the game to advance to the subsequent levels. Nevertheless, excluding levels from a gamified system can lead to users losing interest because they cannot achieve a measurable sense of progress [60]. Levels have been integrated into mHealth, where the user's exercise routine depends on the intensity. ...
Mobile health (mHealth) apps are designed to support health behavior outcomes and improve well-being. The existing body of literature confirms mHealth’s overall efficacy in promoting physical activity; however, more research on its utility in sustaining user engagement is needed. Understanding the determinants of an individual’s willingness to continue using mHealth is vital to improving the intervention’s success. This study developed a unified model and survey instrument adapted from extant literature while introducing new constructs to predict the sustained use of gamified mHealth. A pilot study was conducted to validate the survey instrument using 48 gamified fitness app users in Malaysia. The survey instrument was tested following rigorous guidelines for quantitative research in the information system context. According to the findings, the reliabilities of most measurement items met the criterion, and those items were retained. Overall, this paper contributes by integrating social comparison theory and the self-determination theory for sustaining user engagement with gamified mHealth through an extrinsic and intrinsic motivation perspective.
... El uso del juego en la didáctica no es novedoso, autores como Vigotsky (1982), Dewey (1997) o Huizinga (2000 trabajaron sobre el papel pedagógico del juego. Deterding et al. (2011) definen la gamificación como la aplicación de elementos del juego en entornos no lúdicos, un enunciado que han adoptado autores como Werbach & Hunter (2012) o Zichermann & Cunningham (2011. Este nuevo concepto obtuvo rápidamente una aplicación didáctica. ...
... Así, han surgido propuestas de implementar los elementos propios del diseño de juegos a los entornos educativos. Werbach & Hunter (2012) añadieron el elemento de la manipulación por medio de la diversión (proceso de manipulación de la diversión para servir objetivos del mundo real) y Kapp (2012) vinculó el término de gamificación con el proceso de aprendizaje entendiéndolo como la utilización de mecánicas basadas en juegos, estética y pensamiento lúdicos para fidelizar a las personas, motivar acciones, promover el aprendizaje y resolver problemas. Ferrán Teixes (2014, p. 23), nos habla además de "modificar comportamientos […] mediante acciones sobre su motivación". ...
... Ferrán Teixes (2014, p. 23), nos habla además de "modificar comportamientos […] mediante acciones sobre su motivación". Esta metodología centrada en dinámicas de entornos lúdicos se ha beneficiado por otro lado de los trabajos de diseñadores como Crawford (1984) sobre el diseño de videojuegos, y el de Hunicke et al. (2004) sobre el diseño de elementos en el juego del cual en parte se deriva el sistema de MDA (mecánicas, dinámicas y estéticas) que describen Werbach & Hunter (2012, Teixes (2014) o Marczewski (2015. Otro trabajo de gran importancia fue el Craig y Eladhari (2005), sobre estructuras narrativas y literacidad dentro de los videojuegos. ...
La gamificación es una metodología vinculada con las enseñanzas activas. Debido a su impacto en los últimos años en la educación superior creemos necesario analizar la percepción de los estudiantes universitarios frente a estas metodologías. El objetivo de este trabajo es el diseño y validación de un instrumento que cubra esta necesidad. Se ha construido un cuestionario de escala Likert en el que se abordan diferentes categorías relacionadas con el proceso de enseñanza y aprendizaje. El proceso de diseño y validación ha sido el siguiente: primera fase de validación de expertos de diferentes áreas y universidades, segunda fase de prueba piloto con 160 alumnos a la que se le realizó un análisis factorial exploratorio cuyos resultados generaron un proceso de adaptación y mejora del constructo con una tercera versión tras el análisis; tercera fase con un nuevo análisis factorial exploratorio en una muestra de 416 alumnos. Los resultados han permitido validar el constructo del cuestionario en cuanto a consistencia interna e interrelación de sus elementos y la detección de factores que miden principalmente el grado de aceptación de la inserción de metodologías lúdicas y las opiniones del alumnado frente a elementos del modelo tradicional de enseñanza. La cuarta fase ha sido la aplicación de un Análisis Factorial Confirmatorio (AFC) a las categorías de mayor relevancia generando un instrumento que se adapta a un modelo teórico. Las conclusiones señalan que existe una inclinación de los estudiantes por la introducción de estrategias lúdicas complementando elementos más tradicionales en la docencia.
... Game elements are the constituent elements of games or the raw materials of gamification. Professor Kevin Werbach proposed a pyramid model for gamification elements (Fig. 1) [21]; The model is divided into three layers, the upper layer is Dynamics, the middle layer is Mechanics, and the lower layer is the basic elements (Components), which altogether contains 30 elements. More details are in Fig. 1. ...
... Kevin Werbach proposed a six-step gamification design framework in his book for the win [21], referred to as the 6D model Table 1 We used this as a script to design the initial case for online teacher training. ...
... Goals and rules are the first elements of gamification design, and Marc Prensky starts with "rules, objectives and goals" when he summarizes the characteristics of games [18]. Kevin Werbach believes that gamification design should start with defining business goals and stating the ultimate goal of the design, rather than detailing what you will do through it and what you will do with it [21]. We also found that goals and rules had a significant impact on the effectiveness of gamification case implementation, with an influencing factor second only to presentation and feedback. ...
The current form of teacher education and training has gradually shifted to distance training, but the most prominent performance of the participants in network training is the lack of motivation and enthusiasm for participation, and the participants participate in the training with the mentality of coping with the assessment, and the training effect is naturally not very good. At this point, the concept of gamification learning has become popular. Gamification applies game thinking and mechanics to non-game areas to guide user interaction and use. Based on Professor Kevin Werbach's gamification design framework, this study developed a case study of gamification for online teacher training, implemented in a professional development program for primary and secondary school teachers in Zhejiang Province, China. A self-administered questionnaire was then surveyed in three teaching classes, and the results found that: Firstly The participants' satisfaction in response to the gamification case was at a moderate to high level (M > 4.0, Tot = 5.0); Secondly, demographic factors did not significantly influence this (p > 0.05); Thirdly, among the gamification design influencing factors, presentation and feedback were the most influential (b = 0.536,p = 0.000), goals and rules (b = 0.167, p = 0.012), communication and interaction (b = 0.155, p = 0.029), and personalization (b = 0.154, p = 0.020) in decreasing order; Fourthly, The effect of case implementation significantly impacted participants' intention to sustain participation (b = 0.874, p = 0.000). Finally, we distilled the study's shortcomings and the prospects for future research.
... Seçilen oyunda tüm unsurların kullanılması gerekli değildir. Önemli olan tüm unsurların kullanılması değil, bu unsurların etkili, verimli ve eğlenceli bir biçimde kullanılmasıdır (Werbach & Hunter, 2012). ...
... Şekil 3. Oyunlaştırma Piramidi (Werbach & Hunter, 2012) Dinamikler Dinamikler, neredeyse tüm oyunlarda bulunan temel unsurlardır ve en yüksek soyutlanma düzeyini ifade etmektedir. Oyunun tasarımının temel noktalarını ve çerçevesini oluşturarak oyuncu üzerindeki etkilerin tasarlanmasında kullanılır. ...
... Temelinde oyunun kurgusunun tasarlandığı bölümdür. Dinamikler; kısıtlamalar, duygu, kurgu, ilerleme ve ilişkilerden oluşmaktadır (Werbach & Hunter, 2012 Anlatı (Hikâye): Anlatı, oyunu tutarlı bir bütün haline getiren ve oyuncuları oyunun içine çeken yapıdır. Anlatı, istemin amaç duygusunu oluşturur. ...
... The word "gamification" originally appeared in the early 2000s (Marczewski, 2013a). Since its inception, it has skyrocketed in popularity among researchers, reaching a zenith of interest at acknowledged (Deterding et al., 2011b;Werbach & Hunter, 2012;Seaborn & Fels, 2015;Sailer et al., 2017). ...
... The Kaleidoscope of Successful Gamification by Kappen and Nacke (2013) emphasized the value of incentivizing player behavior with independence, aptitude, and relatedness. A number of crucial important actions were suggested in similar studies on gamification design frameworks (Aparicio et al., 2012;Werbach & Hunter, 2012;Marczewski, 2013b). These many tasks included selecting the game pieces, prototyping, behavior study, objective analysis, implementation, and maintenance. ...
... Social recognition, transparent and acceptable goals, feedback and fun, are other essential elements. Werbach and Hunter (2012) propose a five-step design framework for developing gamified systems: 1) Define business objectives; 2) 2 http://nikeplus.nike.com/ 3 Zamzee Physical Activity Program for Families 4 Zombies, Run! (zombiesrungame.com) Delineate target behaviours; 3) Describe the players; 4) Devise activity cycles; 4) Do not forget the fun; and 5) Deploy the appropriate tools. ...
... The proposal also focuses on activity cycles, emphasizing the importance of fun and choosing the proper game elements (Simões et al., 2015). Werbach and Hunter (2012) distinguish between two kinds of action cycles: engagement loops and progression stairs. Engagement loops emphasize the importance of feedback, which can be seen in all game components. ...
Gamification as an innovative concept has become more emphasized in some fields, including business, education and training, and healthcare. Recently, gamification has been considered in other fields such as tourism. Tourism-based games are becoming increasingly popular and beneficial in various tourism sectors, ranging from marketing and advertising to lodging. These experiences are more rewarding, creating a higher level of satisfaction while increasing loyalty to the destination. This paper outlines the fundamentals of gamification and discusses its application in specific tourism fields. It describes the framework and game design elements that can aid in the achievement of realistic gamification. Finally, a few best practices from Iran and other countries show how this innovative concept will aid tourism marketing.
... To summarize these elements, which are frequently mentioned in the literature, mechanics is defined as the toolbox of gamification and enables gamification to work (Werbach & Hunter, 2012). The rewards, avoidance elements, status indicators, tasks, and rules are among these mechanics. ...
... Due to these difficulties, the inability of learners to complete the tasks assigned to them is an obstacle to teaching. Gamification prevents learners from experiencing anxiety by creating a state of flow (Werbach & Hunter, 2012). Thus, the learner remains within the learning process while being internally motivated by a feeling of success. ...
Defined as the utilization of game elements in nongame environments, gamification has been frequently used in education in recent years. The aim of the present study is to summarize the studies previously conducted on the use of gamification in education through a systematic literature review. When the studies conducted in 2000–2021 were examined, four main dimensions came to the fore: (i) the aim of gamification studies, (ii) the learning fields where gamification studies were carried out, (iii) the level of education at which gamification studies were carried out, and (iv) how gamification was integrated into the learning environment. The results showed that gamification is used for various educational purposes, at many learning levels in various environments, and in a wide variety of learning fields. In most of the studies, the positive effects of gamification and its potential to solve problems in education were reported.
... Points, badges, and leaderboards have always been a staple in any gamified platform (Werbach and Hunter, 2012). THM is no exception. ...
Given the chronic lack of qualified professionals in the cybersecurity industry , the present paper seeks to evaluate the current interest in cybersecurity across Southeast Asia nations and then compare it with the available educational offerings of related degrees in each country to identify eventual gaps in the market. The goal is to assess whether there is a need for additional degree programs in cybersecurity and to evaluate the potential for future growth in the industry by providing a solid educational foundation for aspiring professionals. To estimate current interest from prospective students and profesionals in cybersecurity across each country, leaderboards from the popular TryHackMe gamified cybersecurity training platform are refer-enced. We further discuss issues by considering the related formal education programmes offered by the top universities in each country, identified by their presence in the QS world university rankings. The data are then used to propose two new metrics: the 'Cybersecurity Education Prospects Index' (CEPI) and the 'Cybersecurity Industry Prospects Index' (CIPI), which show how most of the eleven countries in Southeast Asia do have an unmet demand for cybersecurity education and only a few of/home/jtf them have already developed an educational infrastructure that is ready to support the growing needs of the local and international industry.
... Both of these dimensions entail the pedagogical and creative use of digital skills in selecting, customising, recycling or designing OERs provided by learning apps and tools. Werbach and Hunter (2012) conceptualise gamification starting from the idea that its main principles originate in implementing game design techniques in non-game contexts, thus inserting game elements in educational scenarios and "enhancing services with (motivational) affordances in order to invoke gameful experiences and further behavioral outcomes" (Koivisto et al., 2014, p. 3027). Gamification in language learning involves primarily using the target language while performing activities and tasks as a second aim and focuses on creating a complex learning environment to support students in their educational path. ...
The current study intended to analyse the perception of foreign language higher education instructors and higher education students in Romania regarding the increase of their digital skills and the use of digital tools in the COVID-19 pandemic. Online instruction provided a multitude of challenges and opportunities for designing instructional content. Our respondents concluded that language learning games and gamified instruction represent valuable tools in reconfiguring the scenario within language classes. By exploring these opportunities that increase students’ participation, interactivity and accessibility, the teaching and learning experience can be improved and adapted to more complex and ever-changing technological advances.
... Finally, the following elements are necessary to gamify an activity: identification of objectives and delimitation of competencies to develop, the behavior of students and teachers, categorization of players, design of cycles with pleasant gamified learning experiences, and appropriate tools (Werbach and Hunter, 2012). ...
Learning concepts requires strategies that allow significant learning so that the said concept remains in the student's long-term memory. For this reason, strategies that avoid rote learning and promote the apprehension of concepts through the graphic representation of knowledge are necessary. This study pretends to identify if the gamification strategy through the GoConqr application enables learning concepts in Biology at the high school level. Methodologically, the analysis was from a quantitative perspective in a focus group. For this, a treatment, diagnostic, and post-treatment took place to know the plausibility of the gamification strategy and the GoConqr application. The results show the viability of the application for learning concepts, strengthening the understanding of the concept definition with motivational elements and significant activities. Other features that stand out are the immediate feedback provided by the application, which reinforces the collaborative learning process by promoting active participation. In conclusion, the research contributes to an active learning methodology for teaching innovation.
... The basic function of computer games began to be used to increase productivity indicators, change corporate management attitudes, and motivate employees. Werbach and Hunter (2012) were the first to summarise how elements of gamification and related technology had conquered contexts outside computer games. They believed that any tasks or activities can be gamified. ...
Over the past few years, the concept of gamification has gained increased attention in foreign language teaching research as it demonstrates potential to promote motivation and learner engagement. The authors of the paper believe that gamification can become an innovative and promising tool to help students overcome their motivational difficulties. When it comes to language learning and teaching, one of the major issues to be tackled is the differences among students in terms of academic achievement. Applying gamification in the field of education profoundly supports the process of teaching and learning by creating a supportive environment, which is reinforcing and enables individual progress. One specific feature of gamification is that it breaks down learning into elements, similarly to motivation theory, where goals are not uncommonly divided into subgoals. It also includes applying the characteristics of games, and implementing these in real-world situations, while generating specific behaviours within the gamified situation. The most important benefit of using gamification in language teaching is that it provides differentiation. Learners can progress at their own pace, their assessment is individualised, their motivation is strongly influenced by their own skills and abilities that are reinforced by gamification itself. As the process of learning meets the individual’s needs, differentiation can be brought about. This paper highlights the most important outcomes of research into gamification in language learning, while exploring its underlying principles in the field of motivation.
... The majority of available gamification frameworks are based on psychological theory or generic computer game design frameworks. Among the top generic frameworks used for gamification are Werbach & Hunter (2012) and Yu-kai Chou's octalysis of gamification as applied by Freitas et al., (2017). This paper aimed to review gamification framework and theories used in gamification in education. ...
Final year project or FYP is a form of project-based learning commonly implemented in undergraduate programmes for the students to manifest the knowledge, skills, and learning experiences accumulated through their academic studies. This chapter elaborates how gamification was implemented through a guided constructive alignment in the undergraduate FYPs of the Bachelor of Design (Digital Games) with the honours programme.
... Gamifikasi menurut Kevin Werbanch dan Dan Hunter adalah penggunaan elemen game dan teknik desain game dalam konteks non-game [11]. Dalam penelitian ini akan digunakan framework Octalysis yang diperkenalkan oleh Yu-Kai Chou [12]. ...
Design Principles dibuat untuk memodifikasi dan memformalkan pengetahuan tentang desain. Salah satu bentuk dari penerapan desain ialah dalam pembuatan User Interface/User Experience (UI/UX). Design Principles sendiri bertujuan untuk memberikan pengetahuan dasar dalam penerapan aturan desain. Penelitian ini memakai kerangka gamifikasi Octalysis yang dikembangkan oleh Yu-Kai Chou. Tujuan dari penelitian ini adalah membangun dan merancang aplikasi pembelajaran Design Principles dengan kerangka gamifikasi Octalysis. Untuk mengevaluasi hasil penggunaan aplikasi, tingkat Behavioral Intention to Use dan Focused Immersion dari aplikasi diukur menggunakan Hedonic-Motivation System Adoption Model (HMSAM). Aplikasi ini telah diuji oleh 30 responden dengan presentase 84,22% pada aspek Behavioral Intention to Use dan presentase 73,33% pada aspek Focused Immersion.
... Following this line, Werbach and Hunter [13] consider that in order to properly apply gamification in the educational process, it is necessary to take into account six aspects. The first is about defining the objectives in a way that is coherent and effective. ...
Gamification is presented as an innovative strategy to traditional teaching in higher education. In this sense, the aim of this study is to review the scientific literature in order to analyse the implementation of gamification in higher education. The impact of gamified teaching on the learning of university students was identified through the analysis of eighteen articles published in four databases (Web of Science, Scopus, Google Scholar, and Dialnet). It is evident that gamification is a novel topic in higher education, providing numerous benefits in the learning of university students, but it is still a little-explored area, being scarce in its application in some branches of knowledge. It is recommended to continue researching and generating experiences on its application in higher education in order to know its real effects on the teaching–learning process of university students.
... Still, VR technology can be found and used in many other fields such as medicine, architecture, learning, tourism, and sports [9]. In those fields, the VR application's purpose is not the game itself, but instead, it uses the game-design principles in a non-game context [64] and is not aiming only at entertainment. That is why those games are called serious games [15]. ...
As virtual reality (VR) technology is extensively developing in past years, more and more people are using it in different fields. One of the fast-developing areas in VR is exergaming, a combination of physical exercise and a game. VR exergames that aim to engage people in physical activity should look and feel good for users regardless of their age, gender, or their previous VR experience with similar technologies. However, recent studies showed that those factors are influencing the user experience (UX) with virtual reality. Building on top of the initial study that has reported on the effect of human influencing factors for exergaming, with this work, we investigated the influence of user parameters (such as age, gender, and previous VR experience) on their motivation for sports and VR exergaming. The study was done using a crowdsourcing platform to recruit a diverse set of participants, with the aim to explore how different user factors are connected to sports motivation. Results show significant differences in the user’s sports motivation and affinity for technology interaction depending on the age group, gender, previous experience with VR, their weekly exercise routine, and how much money they spend on sports yearly.
... De leur part, Werbach, K. et Hunter, D. (2012), présentent une définition complète, brève et directe de la ludification comme "Une utilisation d'éléments de jeu et de techniques de création de jeu dans un contexte qui ne relève pas du jeu". ...
... Oyunlaştırmanın görselleştirilmesi, diğer birçok eğitsel amaçlı görselleştirmeden farklı olarak ilişkisel iletişim işlevinin süsleme iletişim işleviyle güçlendirilmesini ve organizasyonel iletişim işleviyle desteklenmesini gerektirmektedir. Enformasyon tasarımda süsleme ögesi tartışmalı konulardan biri olup, Tufte (1983) doğrudan içerikle ve amaçla ilgili olmadığı sürece her türlü grafik ögesini grafik çöpü (chartjunk) olarak nitelendirmekte ve grafikten çıkarılması gerektiğini savunmaktadır. Diğer yandan bu görüşün tersi olarak Nigel Holmes karmaşık sayısal enformasyonu, illüstrasyon ve metaforik görsellerin yer aldığı infografiklerle etkili ve hatta ilgi çekici formlarda sunmayı tercih etmektedir. ...
Günümüzde üniversite sınıflarında yerini alan Z kuşağının öğrenmeye ilişkin tercihleri,
öğrenme ortamlarına ve süreçlerine ilişkin beklentileri önceki kuşaklardan farklı olmaktadır. Oyun tabanlı öğrenmenin Z kuşağının bu beklentileriyle örtüşen yaklaşımlardan biri olduğunu söylemek mümkündür. Ancak oyun tabanlı öğrenmeye yönelik oyun geliştirme pek de basit bir süreç değildir. Başta belli bir satın alma karşılığı hediye kahve kazanılan kahve dükkanlarından, 10.000 adım atmaya teşvik eden fitness programlarına farklı uygulamalarla kendine günlük yaşamlarımızda yer edinen oyunlaştırmanın; birçok eğitimci tarafından tercih edilmeye başlanmasının nedeninin oyun geliştirmenin zorluğu olduğunu düşünmek yerinde olacaktır. Diğer bir neden, ister istemez yaşanan acil uzaktan eğitim süreci olarak görülmektedir. Uzaktan eğitim uygulamaları arttığında, çevrimiçi öğrenci katılımını artıracak çözümlerden birinin oyunlaştırma olduğu düşünülmüş, çevrimiçi derslerdeki oyunlaştırma uygulamaları artmıştır. Oyunlaştırma, oyun öge ve ilkelerini kullanarak oyun hissini ve oynamanın etkilerini oyunsuz yakalamayı sağlayan uygulama olarak tanımlanabilir. Eğitsel oyunlaştırmaya dair yapılan araştırmalar, oyunlaştırmanın öğrencinin derse bağlılığını, performansını, motivasyonunu artırdığını göstermiştir. Terim olarak “oyunlaştırma” son 10 yılda gündemimize girmiş olsa da aslında
eğitimcilere uzak bir kavram değildir. Ancak tanımlanarak araştırmalara konu oluşu, oyunlaştırma tasarımının modellenerek etkilerinin görülmesine olanak sağlamıştır. Eğitsel oyunlaştırma hakkındaki araştırmalar arttıkça, oyunlaştırmanın hangi şartlarda daha iyi sonuçlar verdiği tartışılır olmuştur. Bu noktada alanyazın görselleştirmenin oyunlaştırmanın etkisini güçlendireceğine dair ipuçları sunmaktadır. Diğer bir ifade ile, puanlar ve lider tahtalarının ötesine geçerek görsel yoğun oyunlaştırmaya doğru bir dönüşüm yaşamanın zamanı gelmiştir. Bu noktadan hareketle, bu bölümde oyunlaştırmanın nasıl görselleştirileceğine ilişkin bir çerçeve oluşturulmuş; oyunlaştırmanın görselleştirilmesinde izlenebilecek adımlara dair bir süreç yapılandırılmıştır. Bu bölümün amacı, görselleştirme ve oyunlaştırmanın teorik temellerini bir araya getirerek, oyunlaştırmanın görselleştirilmesine ilişkin sürecin aşamalarını paylaşmaktır.
... According to Werbach and Hunter, it is "the use of game elements and game design techniques in non-game contexts. In addition it deals with the two clusters of Intrinsic and Extrinsic motivation, which are necessary in the learning experience" (Werbach K., 2012). ...
The article deals with gamification – a modern, intensive method of studying the English language in the process of training of the future specialists at higher educational establishments. It is emphasized that there is a clear necessity to avoid excessive passion for education applications because of a danger of onesidedness and inflexibility in the language studying. The key issue of the article is to highlight the main approaches to the implementation of the gamified process in teaching English at the university in up-to-date conditions (including distance learning), paying attention to the advantages and disadvantages of the mentioned above educational trend, and basing on the pedagogical flexibility.
... The term gamification was coined by Nick Pelling in 2002 and hit the mainstream around 2010 (Pelling 2011). The elements of a gamified system can be categorized into three groups: (1) dynamics: which defines the big picture aspect of the game and includes elements such as constraints, narratives, progression, and relationships; (2) mechanics: which defines the processes that drive actions forward and includes elements such as challenges, chance, competition, cooperation, feedback, resource acquisition, rewards, transactions, turns, and win states; and (3) components: which shows specific instantiations of mechanics and dynamics and includes elements such as points, quests, achievements, badges, avatars, and virtual goods (Werbach and Hunter 2012). ...
... Drawing on research into the effective use of digital applications in general in the English classroom, the value of gamification, i.e., applying gamelike elements to a non-game context (Werbach and Hunter 2012) has been noted (see Figueroa 2015 for an overview). One example noted in Bunting et al.'s (2021) study is the Google QuickDraw application 2 . ...
... Digital applications such as points earned through loyalty cards and promotions, and rewards given by becoming a member, and gamification technique, which is another way, is one of the marketing tools used in the aviation industry in Turkey. According to Werbach and Hunter (2012), the important thing about marketing in the aviation industry is to gain the loyalty of customers, while entertaining the services provided, and keeping them in the minds of the customers at the same time. ...
Today, with the development of technology, the facts that will provide companies
with a competitive advantage over each other are decreasing and all companies
are starting to resemble each other by decreasing the differentiation in the
services they provide. The fact that there are general standards in the race, especially
in areas where homogeneous products are the final product, with the increase
in global competition along with the local, makes it easier for customers to
easily switch from companies they receive service from to other companies in
case of the slightest dissatisfaction. On the other hand, it is a prominent necessity
for businesses to pay attention to the formation of customer loyalty by producing
different policies to continue their existence. In addition, it has become a necessity
rather than a necessity for companies to continue different marketing and
advertising activities to achieve their goals. However, while developing customer-
oriented marketing policies, businesses need to maintain these strategies within
a plan they have determined to reach their determined goals. In this, the main
thing to do is to know the customer and to keep the customer in their hands by
influencing them in line with their own common goals. In this sense, planned and
effective implementation of customer relationship management is needed to measure
the value of the customers that are owned and planned to be acquired in the
future. As in all other sectors, aviation enterprises do not engage in advertising
activities just to increase the sales of a service they provide or to increase their
recognition. In the changing competition market, companies are also different
from their competitors and continue their advertising activities to increase their
distinguishable parts. Since they do not have the fear of promoting or increasing
the sales of a service provided in such advertisements, their main purpose is to
bring their corporate identity to the fore and to deliver these features to their target
audiences through determined marketing and advertising ways.
... This creates a challenge for the development and understanding of gamified platforms, as there is currently no uniform framework. Toda et al. [16] tackled this challenge with the aim of creating a new standard to serve the Human-Computer Interaction (HCI) community by comparing available frameworks from the works of Werbach and Hunter [17], Marczewski [18], Klock et al. [19], and Toda et al. [20]. Although this model is relatively new, it is considered reliable because it compares other available models and has been validated through gamification experts. ...
The purpose of this study is two-fold. Firstly, it aims to investigate the available papers on the effect of gamification elements to explain behavioural changes through a Systematic Literature Review (SLR). Secondly, based on the SLR, it proposes a four-step SEM (Structural Equation Model)-based approach that can be used to validate the effects of gamification on behavioural change and can be further applied in the context of a research project that aims to lower maritime plastic pollution in coastal areas. The SLR approach provides an overview of empirical studies that successfully measure the three identified objectives, i.e., increased (O1) usage of a web platform, (O2) awareness, and (O3) participation in behaviour, and it focuses on SEM to collect empirical results. Findings from the SLR highlight multiple research shortcomings, such as the lack of a unified taxonomy for gamification and motivational affordances, the absence of studies soundly linking gamification elements to psychological outcomes, and the tendency of researchers to measure the intention to conduct a behaviour rather than the long-term effect of actual behaviour changes. Finally, the created approach provides insights on which gamification elements to include and how to measure their behavioural effect based on a self-developed SEM and questionnaire, which can be applied in research projects utilising gamification, independent from the domain of activity.
... Additionally, this factor negatively affects US with the application. Tourists who downloaded the application feel that the physical rewards are contrary to their conscience, and that is, they have intrinsic motivation (Ryan and Deci, 2017;Werbach and Hunter, 2012). ...
Purpose
This study aims to demonstrate that gamification applied to an environmental behavior can create a habit. For this, it is necessary to determine the connection between traveler satisfaction and the different kinds of stimulus (extrinsic, intrinsic and internalized extrinsic).
Design/methodology/approach
Survey data was gathered from gamers invited to answer a questionnaire after using an app in field experimentation in pilot cities in France, Spain and Portugal designated by the UrbanWaste committee (European Project). All data were studied using path equation modeling in AMOS software to test the study's dimensions and proposed research model.
Findings
This study showed that, although gamification tools may be necessary to generate a habit in the first phase, these tools are superfluous when this habit is internalized.
Originality/value
This study's originality lies in the relationship between traveler satisfaction with gamification and the generation of an environmental practice that also contributes to forming a positive image of the host destination.
... The bond of those different views, or perspectives, can be described through game elements, game components, game mechanics and game dynamics. According to [24] they can be organized into a hierarchy, in which game elements consist of components, mechanics, and dynamics (see Fig. 1). [25]. ...
Nowadays, Mobility, in all its dimensions (transport mobility, sustainable mobility, active mobility, and Mobility as a Service (MaaS)), is an essential dimension in sustainable development goals, allowing to increase in the quality of life, the health, the social inclusion and to reduce climate action in any society. To increase the citizens’ awareness and promote a true behavioral change, the citizens need to feel part of the process. Gamification has proved to be effective in raising citizens’ awareness, encouraging their participation, and promoting a gradual but profound behavior change in various areas such as participatory governance, tourism, culture, education, etc. Gamification can also propel a Smart Living Society 5.0 among the younger groups of the society, especially in the context of academic communities that are more knowledgeable and eager to foster a healthier, more sustainable, and more inclusive society. Smart Living Society 5.0 is an activity in the scope of the TECH - Tecnologia, Ambiente, Criatividade e Saúde - a project of NORTE 2020, focusing on creating an Academic MaaS (AMaaS). At this stage, it is essential to know about gamification use cases related to new mobility solutions and practices. The paper presents successful cases of mobility systems and services that consider gamification to promote and incentivize their use concerning active mobility and sustainable mobility; it discusses the potential of gamified systems to achieve a gamification proposal approach to implement in the AMaaS under development.
Resumo Apesar de possuírem propósitos e focos distintos, os jogos de aprendizagem e a gamificação são abordagens metodológicas interativas que, quando combinadas, possibilitam imergir o aluno em uma temática ao proporcionar-lhe uma experiência lúdica que o mantém envolvido enquanto aprende novos conhecimentos ou reforça os já existentes. Entretanto, para a eficácia dessas estratégias de ensino é preciso elaborá-las com processos estruturais e design bem definidos de modo que a motivação e o engajamento dos alunos estejam sempre presentes favorecendo seu aprendizado. Partindo dessa premissa, elaborou-se o Super Colheita, um jogo de aprendizagem competitivo, estruturado como uma estratégia de gamificação a ser aplicada ao processo didático no estudo do tema frutas, hortaliças e derivados. A presente pesquisa teve como objetivo analisar se a aplicação do jogo favoreceu a aprendizagem e estimulou a motivação e o engajamento dos alunos. Como resultado, eles atribuíram seu aumento de interesse no tema de estudo às características do jogo como: imersão, diversão, interatividade, competitividade, jogabilidade e design das cartas. A participação efetiva dos alunos na construção do próprio processo de aprendizagem por meio de uma proposta que evidenciou as etapas desse processo de forma divertida e envolvente caracterizou a aplicação do Super Colheita ao processo didático. Podemos afirmar que a elaboração e a estruturação do Super Colheita como uma estratégia de ensino gamificada possibilitou o desenvolvimento de uma abordagem de ensino que estimulou, de forma eficaz, a motivação e o engajamento dos alunos no estudo de frutas, hortaliças e derivados.
Este e-book pode ser acessado gratuitamente em http://educapes.capes.gov.br/handle/capes/729597
En la actualidad, las nuevas generaciones son conscientes de la posibilidad de un proceso de aprendizaje en menos tiempo haciendo uso de las tecnologías. Gracias a ello, han ido surgiendo metodologías de enseñanza innovadoras como la gamificación, que promueven clases lúdicas e interesantes para los educandos, favoreciendo la motivación por continuar aprendiendo y aplicar los conocimientos adquiridos en hechos de la vida real. En tal virtud, la presente investigación se llevó a cabo con la finalidad de reflexionar sobre el nivel de motivación que tienen los estudiantes de la educación superior, posteriormente, se diseña una propuesta dirigida a hacer más atractivos los contenidos impartidos en el aula de una institución de educación superior. Para dar cumplimiento a los objetivos del presente trabajo final de maestría se aplicó la metodología de tipo no experimental con un alcance descriptivo. El proceso de recolección de la información se realizó empleando un cuestionario en línea a 30 estudiantes de educación superior, siendo el instrumento que se empleó, el cuestionario validado por Barca et al. (2005), de escala CEAP48, este cuestionario consta de 23 ítems en donde se recoge información sobre la motivación que está dividida en 3 dimensiones: motivación profunda, motivación superficial y motivación de rendimiento. Los resultados luego del análisis estadístico, dieron a conocer que la mayoría de los alumnos presentan un bajo nivel de motivación académica y desinterés por aprender. Por tal motivo, se plantea una propuesta que permita fortalecer el nivel de motivación académica en los estudiantes usando gamificación.
هدف البحث الحالي إلى تطوير بيئة تعلم افتراضية وذلك من خلال وضع تصور مقترح لتصميم محفزات المباريات التنافسية الصاعدة وقياس أثره على تنمية الدافع المعرفي ودافع الإنجاز لتلاميذ المرحلة الابتدائية.
وقد تطلب البحث وضع تصور مقترح لتصميم المحفزات في المباريات التنافسية الصاعدة داخل بيئة تعلم افتراضية تتضمن معالجة علمية لمفاهيم الجهاز الدوري والدوران فى مادة العلوم، بينما اقتصرت عينة البحث على 30 تلميذ من تلاميذ الصف الخامس الابتدائي، تم تقسيمهم إلى مجموعتين تجريبيتين متساويتين، وقد أظهرت نتائج البحث الأثر الإيجابي للتصور المقترح، وزيادة الدافع المعرفي ودافع الانجاز لدي تلاميذ المجموعة التجريبية الأولى (الشارات) والمجموعة التجريبية الثانية (لوحة القادة) في نتائج القياس البعدي وذلك بناء على استخدام نمطي التحفيز الشارات ولوحة القادة، كما أنه لا توجد فروق بين المجموعتين التجريبيتين فى تنمية الدافع المعرفي ودافع الإنجاز.
الكلمات المفتاحية: (المباريات التنافسية الصاعدة – المحفزات – الألعاب – الشارات – لوحة القادة – بيئات التعلم الافتراضية – الدافعية – Gamification)
Creatividad musical en educación. Estudios científicos y propuestas didácticas.
Gamification provides a prominent technique that can be used to provide Immersive Learning Environments (ILEs) for domains, where it is dangerous or expensive to learn in real environments. Especially industrial organizations (e.g., manufacturing, mining, construction) are a promising domain for implementing ILEs that combine gamification concepts with a pedagogical design to facilitate safety training under secure circumstances. Although there are design research studies that exemplify the utility of gamification of learning activities, or how to improve organizational safety training through gamification, there is a need to address how sustainable safe spaces can be designed for enhanced safety training in ILEs. Safe spaces are key elements of a successful safety training experience in ILEs as they provide safe and secure training environments, which in the physical world are typically considered too dangerous with high risk of injuring the training participants. This study reports findings from an ongoing DSR project that stresses the design of ILEs for sustainable safety training. Within the project, an artifact for immersive fire safety training in virtual reality has been designed, developed, and evaluated together with employees of a train operator company. The research responds to the need of producing design knowledge that moves beyond the highly contextualized designs principles that are particular for IVR applications. We use gamification concepts as a kernel theory for developing a mid-range theory of designing immersive virtual safety training environments.KeywordsImmersive Learning EnvironmentsVirtual RealitySafe SpacesDesign Science,GamificationSustainabilityMid-Range Theory
In the library environment, games and gamification can be used to improve various services and activities. Although many successful gamification projects have already been implemented, some librarians still lack knowledge and are sceptical about the use of games in libraries. This is also the case in Slovenia, where library gamification projects are rarely formalised and publicised. Moreover, not much is known about whether Slovenian librarians obtain any knowledge about these approaches during their formal education. For this purpose, interviews were conducted with ten main compulsory course holders at the Department of Library and Information Science and Book Studies at the Faculty of Arts, University of Ljubljana. The main objective of the study, which was carried out in January 2021, was to investigate the attitudes of Slovenian Library and Information Science (LIS) educators towards the inclusion of games and gamification in their courses and in academic library services. The result showed that they rarely cover games and gamification-related topics in their lectures, nor do they use them for knowledge transfer. They especially see the potential to design games and gamification activities that would promote departmental library, its services and activities, motivate students for independent research and support the educational process.
The increasing prevalence of technology has had a significant impact on various domains of life, including education. In this context, the present study proposes the development and usability testing of a Mobile Learning System (MLS) application. The MLS is intended to revolutionize the traditional education system by integrating technology into the learning process, making it more accessible, enjoyable, and effective. The primary objective of the MLS is to allow students to learn at their own pace, anytime and anywhere, without any time or place restrictions. The proposed MLS application has been designed to facilitate access to educational material in the form of videos, images, and text, which in turn makes learning more interactive and engaging. The study aims to evaluate the usability of the MLS using the System Usability Scale (SUS). The survey will be conducted after the development and implementation of the MLS app, and will involve the participation of students who will be using the app. The results of the study are expected to contribute to the understanding of the usability and effectiveness of the MLS application in enhancing the learning experience of students. The proposed MLS application has the potential to transform the traditional education system by leveraging technology to provide students with a more flexible, accessible, and engaging learning experience. The findings of this study may have implications for the design and development of future mobile learning applications, as well as for the integration of technology in the field of education.
Playful learning is an educational method in which students experience fun and curiosity in an active context that is meaningful to them. Game-based learning, serious games, and gamification can be highlighted here. The purpose of this study is to conduct a systematic review of studies that have used gamified resources as a game-based strategy for bullying prevention. For this study, a search of several databases (Scopus, PubMed, Web of Science, and Dialnet) was conducted. 606 studies were collected, of which 12 scientific studies were selected. Playful strategies are effective in identifying and processing different variables related to bullying. The use of playful strategies in the classroom has many benefits and several studies confirm that it is an effective method for raising awareness and preventing bullying.
U monografiji, što se potencira i u zaključku rada, date su nove definicije igara
uopšte i video igara koje su u skladu sa sadašnjim vremenom i epistemološkim
postulatima specifičnosti egzistencije bića video igre, ali i bića igre izmenjenog
ontološkim obeležjima bića video igre kao potomka bića igre. U definiciji video
igre uveden je niz „meta” kategorija, zatim pojam virtuelne realnosti u kojoj se
video igra odvija, i pojam avatara koji kao meta-biće u svetu virtuelne realnosti
igra igru. Nova definicija igre i video igre je sledeća naučna inovacija ove monografije. Autor je dao novu logičko-metodološki utemeljenu definiciju pojmova „video igra” i „biće video igre”. Teorijska novina promišljanja video igre je u afirmaciji igračevog ličnog doživljaja video igre i sveta video igre, u uključivanju igračeve mašte i igračevog „povlačenja kolektivnog nesvesnog” koje čini da bitno razlikujemo „alternativni realni svet video igre i realni svet doživljaja video igre”. Etika i estetika kao grane filozofije, bile su okosnica promišljanja video igre u prvim decenijama istraživanja fenomena video igre, što je autor koristio kao pozitivna iskustva u sopstvenom promišljanju fenomena video igre. Ukrštanjem etike „sa ove i one strane monitora”, odnosno iskustva dijalektičkog sukoba etike stvarnog sveta igrača i etike (ne-etike) sveta u kome obitava avatar kao protagonist igre video igre. Monografija „Bića i svetovi video igre – Teorijska i kulturološka paradigma” Aleksandra Filipovića omogućila je precizno utvrđivanje dominantne paradigme kulturološkog pozicioniranja video igre, nakon čega sledi precizno utvrđivanje realne paradigme kulturološkog pozicioniranja video igre, koja u kombinaciji sa analizom raznih relevantnih faktora daje projekciju daljeg razvoja video igre, kako kao medija, tako i kao lukrativnog proizvoda industrije kulture. Osim što je u radu dat pregled definicija pojma igre i video igre, autor je dao sopstvenu definiciju ova dva pojma uvažavajući sve specifičnosti i aktuelni društveni i ekonomski kontekst.
Авторами здійснено аналіз практичного досвіду вітчизняних і зарубіжних вчених у галузікомп’ютерно орієнтованих педагогічних технологій щодо використання VR і AR у процесінавчання. У ході дослідження проводився скринінг довгострокових трендів (за матеріалами світових прогнозів і тематичних оглядів); аналізувались глобальні соціально-економічні та науково-технологічні виклики, що стосуються сфери ІКТ; оцінювалися потенційні можливості використання технології віртуальної, доповненої та змішаної реальності для освіти; застосовувались методипорівняльного аналізу і тестування цифрових додатків й освітніх послуг.Охарактеризовано деякі поняття, необхідні для однозначного розуміння представлених результатів:імерсивність, об’єкти імерсивних технологій, відчуття присутності, віртуальна реальність,доповнена реальність, розширена реальність, змішана реальність, заміщена реальність, віртуальнийі доповнений метавсесвіт.У статті коротко викладено напрями практичного застосування технологій віртуальної і доповненоїреальності у бізнесі, виробництві, корпоративному навчанні. Увагу дослідників зосереджено навикористанні технології розширеної реальності в освітньому процесі: ігрова діяльність і технологіїрозширеної реальності; освітній цифровий контент на базі технології розширеної реальності; оглядосвітніх мобільних додатків з підтримкою технології доповненої реальності; застосуванняузагальненої моделі електронної освіти Хана.Недостатньо дослідженим, а отже актуальним для подальших наукових розвідок є розширеннявізуальних можливостей шкільних підручників шляхом використання інтерактивних моделей, відеозображень та об’єктів доповненої реальності, зокрема для предметів природничо-математичного циклу. Обґрунтованість і результативність таких досліджень буде залежати віднаявності і стану розроблення відповідних критеріїв та показників оцінювання освітнього цифрового контенту, зокрема контенту з доповненою реальністю.
Gamified learning environments are used as an aid to traditional teaching methods, with the aim to motivate learners and keep them engaged in making progress. However, the implementation of gamification does not always yield the desired outcomes for several reasons, for example poor implementation and with mixed results among students. Some studies refer the importance of designing personalized or adaptive gamification in order to allow customization and better fit the diverse user preferences. With the objective to implement a customizable gamified system for Maximus project, we interviewed our target students (23 valid responses) to collect their preferences and trends. The survey report provides several answers to students type of preferred games, favorite features for customization in terms of game elements, in-game currency, rewards, among other relevant suggestions. Having students help designing their own gamified learning environment contribute with clear guidelines on the best game components and dynamics to implement in Maximus system and other gamified learning systems or serious games for learning.KeywordsGamificationLearningSurvey
This publication was prepared in the framework of the project Collaboration for Effective Digital Education (D-COLLAB)
Project Ref. No.: 2020-1-SK01-KA226-HE-094384
Erasmus+ KA2 – Cooperation for innovation and the exchange of good practices
KA226 – Partnership for Digital Education Readiness.
The text was not language edited.
The Guidebook was prepared under the Lead of the University of Cyprus with regard to technological aspects of effective digital teaching.
Zusammenfassung
Das Innovationsmanagement wird für Unternehmen immer bedeutsamer und insbesondere die frühe Phase des Innovationsprozesses, welche aber aufgrund des volatilen Umfeld einige Herausforderungen besitzt. Der folgende gestalterische Forschungsbeitrag versucht diese Probleme aufzugreifen und mittels eines situativen Theorieansatzes zu lösen. Dafür wurde durch den Aspekt von Gamification eine neue Methode auf der Grundlage von Design Thinking systematisch und wissenschaftlich konstruiert. In einer Einzelfallstudie aus der Automobilbranche konnten durch drei verschiedene Durchläufe die neue Methode im Feld angewendet und mit den teilnehmenden Personen evaluiert werden. Die Ergebnisse zeigen einerseits auf, dass die neue Methode für die Entwicklung von Ideen genutzt werden kann und einige identifizierte Gestaltungsprobleme gelöst werden konnten. Andererseits, besitzt die Methode aber weiteren Forschungsbedarf, um die Qualität der frühen Phase des Innovationsprozesses noch weiter zu verbessern.
Geçmişten günümüze toplumsal kültürün bir parçası haline gelmiş oyun olgusuna olan ilgi artarak devam etmektedir. Ancak zamanla oyun oynama ortam ve şekli değişkenlik gösterebilir. Nitekim oyunlar, geçmişte insanların sosyal ve fiziksel olarak bir araya gelmesiyle oynanırken günümüzde teknolojideki gelişmelerin etkisiyle ve dijital ortamlara taşınmıştır. Bu bağlamda oyunlara olan ilginin bir sonucu olarak harcanan para ve zaman da artış göstermektedir. ESA (Entertainmet Software Assosaciton)’ın açıklamış olduğu yıllık raporlardaki göstergeler de bu tezi desteklemektedir (Tripp vd., 2020). Oyunlara olan bu ilginin motivasyonel sebeplerinin araştırılması ve bu motivasyonel unsurların ticari ve kamusal birçok farklı alanda kullanılması da geçmişten beri alanyazında incelenmektedir. Bu bölümde ise oyunların ve oyunların altında yatan motivasyonel unsurların eğitim ortamlarındaki yansımaları ele alınacak ve potansiyeli alanyazına dayalı olarak ortaya konmaya çalışılacaktır. Kitaba göz atmak için: https://books.google.com.tr/books?hl=en&lr=&id=xsGAEAAAQBAJ&oi=fnd&pg=PA163&dq=info:BV7mRm5_jCEJ:scholar.google.com&ots=HMYoCCsffL&sig=v3XyMkdqSfXp7YL-5ao5a0pON5c&redir_esc=y#v=onepage&q&f=false
The present work focuses on gamification applied to public service innovation, with a specific focus on the commoning paradigm as an alternative form of collaboration among citizens and public administrations.In the proposed innovation scenario, gamification – the use of game elements for non-game contexts – is proposed and investigated as a strategy to promote the citizens’ active engagement in the co-management and co-creation of novel public services. The paper outlines the core elements of the strategy, co-designed with the stakeholders. Moreover, the implementation of the “Gamification Engine” is presented as a building block enabling an open-ended gamification strategy to be applied to innovative public services.KeywordsGamificationCommoningUser engagementPublic-service innovation
The aim of this chapter is to analyse the educational potential of the Game of Thrones universe by focusing on the concept of transmedia reality, the culture of convergence and how that universe and its by-products chime with these realities. After linking these concepts, consideration is given to how they can lead to improvements in learning and how certain products of the Game of Thrones franchise can be used as teaching resources. Lastly, in relation to the line of research on the use of gamification in history teaching, a proposal is put forward for improving the learning of medieval history at university through gamification, Games of Thrones roleplaying and different material deriving from the literary saga and the TV series.
The objective of this article is to analyze the factors that are important for implementing meaningful gamification in a for-profit organization. The author uses a systematic literature review method to explore gamification outcomes' relevance to corporate culture. The application of gamification has demonstrated a significant positive effect on several key areas, including the enhancement of motivation, the improvement of knowledge retention, and an increase in general enjoyment. Many studies have reported that gamification has positively affected employees or customers, improving their knowledge, attitudes, and loyalty to a brand. Company culture is an important differentiator in a competitive environment, and there are correlations between Company culture values and gamification motivation affordance.
ResearchGate has not been able to resolve any references for this publication.